This paper presents an overview of the regulatory, technological, and economic status of interactive distance learning in Connecticut as it relates to the current and future provisioning of services by the telecommunications and cable television industries. The review is predicated upon the following questions: (1) What obligations should the company assume regarding educational equipment and what costs commensurate with outside distribution plant should be the operator's responsibility? (2) What equipment and distribution plant should schools and municipalities themselves be responsible for providing? (3) To what extent and in what manner should the various educational programming costs be allocated? (4) How can both local exchange companies, interexchange carriers, and cable franchise operators best serve the state's educational technology needs, particularly in a newly competitive telecommunications environment? Connecticut has a unique approach to the social question of provisioning the distance learning equipment necessary for educational programming, production, and origination, including essential classroom equipment, personnel, and in-school support services in terms of responsibility of both the local educational entities and the concomitant responsibility of a government agency such as the state's Department of Public Utility Control. The Department's most appropriate function is to balance both the degree of support provided by the telecommunications and cable industries to avoid effectuating monopolist control over educational services so as best to provide for the public good. Maps and diagrams are appended. (Author/BEW)